Response to Instruction: Using Data to Make Decisions

Response to Instruction: Using Data to Make Decisions PRESENTER: Lexie Domaradzki

Welcome…

Goals for Session • Build common understanding of comprehensive assessment system • Increase knowledge and skill with current assessments being used in your school district • Increase skill with understanding rate and accuracy issues

“Response to Intervention (RtI) is a comprehensive early detection and prevention strategy that identifies struggling students and assists them before they fall behind”. IES Practice Guide

State Outcome Assessment Results: • Only a part of the whole picture • One point in time during the school year

Quote .... “You can have the results you say you want, or you can have the reasons why you can’t have them. But you can’t have both. Reasons or results. You get to choose.” Susan Scott

Application for Data Analysis If 70% or more students are not at benchmark/proficient, indicates a need for strengthening core instruction Students scoring in the tier II category usually need additional practice and repetition Students scoring in the Tier III category have usually not mastered essential skills

Center On InstructionK-3 Assessment Guide for Leaders Comprehensive Assessment System: Tightly woven, stronger with all strands in place

Assessment System Outcome Diagnostic Screening Progress Monitoring 9

Assessment System OutcomeAssessment Measure against standards Screening Assessment Examines who is at risk, compared to peers of same age Diagnostic Assessment Answers “why is this student struggling” Each part of the system is important! Progress Monitoring Is this intervention working? Is the student growing? Program Is the student learning what has been taught? 10

Universal Screening All students Usually 3 times a year Measure performance compared to students of their own age IES Practice Guide- pg 13 -Reliable and valid -Brief 11

Where to you stand with implementation of a screening measure?

Diagnosing-(looking for vulnerabilities) Formal or Informal Diagnosis

Diagnostic Tools Not grade level specific Skill specific Should be used with struggling students Usually takes about 20 minutes per child Information used for designing intervention or instructional emphasis in core instruction

Two Types of Diagnostic Assessments • Formal • Administered by experts • Given to students with significant and unexplained reading weaknesses • Most often are normed and provide percentiles for each skill measured • Often used to place students for special services • Examples are: Woodcock-Johnson, GORT • Informal • Do not have to be given by experts • Provide information about strengths and weaknesses for specific skills • Designed to be used to guide instruction • Most often do not provide norms

Digraphs and Blends Digraphs are two letters that spell one sound. • Common consonant digraphs on the Surveys: • sh – s h e • ch – c h a p • wh – w h i p • th – t h e n or t h u m b • ck – b a c k Blends are two consonant letters together, each with its own sound. • A few blends on the Surveys are: • st - m u st, st o p • tr – tr a p • nd – b a nd • br – br a t

Beginning Decoding Survey 50 Very EasyOne-Syllable Words Words and Sentences to Read 5 high frequency words 5 real words with short vowels & 3 letters 5 real words with short vowels & 4 letters (digraphs) 5 real words with short vowels & 4 letters (blends) 22 one-syllable words in sentences: short vowels & high frequency words 8 nonsense words with short vowels • 4 with 3 letters • 4 with 4 letters (digraphs)

Schools Often Use Only Six Steps • Establish an evidence-based core reading or language arts program appropriate to student and teacher population. Use DATA to determine if the core programs are effective. • Screen students and use DATA from screening assessment to identify those who may not be reading as well as expected for a grade level. • Group students with similar instructional needs based on the screening DATA. • Plan instruction based on DATA acquired during screening. • Teach students in small, homogenous groups. Use progress monitoring DATA to adjust instruction. • Progress monitor students and use DATA to adjust instruction accordingly.

Seven Steps to Achieve the Best Results • Establish an evidence-based core reading or language arts program appropriate to student and teacher population. Use DATA to determine if the core programs are effective. • Screen students and use DATA from screening assessment to identify those who may not be reading as well as expected for a grade level. • Diagnose weaknesses and use diagnostic assessment DATA to pinpoint the specific weaknesses of students identified during screening who are not performing as expected. • Group students with similar instructional needs based on the screening and diagnostic DATA. • Plan instruction based on DATA acquired during screening and diagnosis. • Teach students in small, homogenous groups. Use progress monitoring DATA to adjust instruction. • Progress monitor students and use DATA to adjust instruction accordingly.

Intermediate Reading System • Identify students at risk: • State outcome assessment (SBA) • Program/district assessments (Terra Nova) • Give students a Grade Level Fluency assessment • Give students who did not score well on the grade level fluency, a fluency assessment 2-3 grades below grade level • Give students who didn’t meet the target a diagnostic assessment

Progress monitoringhttp://ies.ed.gov/ncee/wwc/publications/practiceguides/ Is the intervention having a positive impact?

Progress monitoringhttp://ies.ed.gov/ncee/wwc/publications/practiceguides/ -One or two subskills -1 to 2 minutes per day -1 a month-benchmark -2x a month struggling students -Can be given at instructional level -2 students per day

X X X X X X X Words Read Correct X X X X X X X X X

Program Assessments

Students cannot benefit from education practices they do not experience.

Wrap Up- thank you

Response to Instruction: Using Data to Make Decisions